STAR Training of Trainers

What is a computer adaptive test?

Too

high

Too

low

Appropriate content

Sixth grade reading assessment

Sixth grade test items

Below sixth grade

Above sixth grade

Traditional Assessments are ImpreciseAbove and Below Grade Level

Sixth grade reading assessment

Below sixth grade

Above sixth grade

Sixth grade test items

CAT: Precise at All Levels

STAR Early Literacy• General readiness• Graphophonemic awareness• Phonemic awareness• Phonics• Vocabulary• Comprehension • Structural analysis

STAR Reading

• Vocabulary in context• Comprehension• Instructional reading

level• Independent reading

range

STAR Reading tests comprehension

Backgroundknowledge

Vocabulary knowledge

Backgroundknowledge

Constructmeaning

from text

Numeration Computation

Measurement

Geometry WordProblems

AlgebraEstimation

Data analysis& statistics

STAR Math tests competency ineight mathematical strands

Scaled Score (SS)

0 SS 1400 SS

615

900 SS

Percentile Rank (PR)

1 PR 99 PR

52

Grade Level Equivalent Score (GE)

0.1 GE 12.9 GE

4.8

Two types of growth

Scaled Score: Absolute Growth

Percentile Rank: Relative Growth

Estimated Oral Reading Fluency

A New Measure in STAR-ELand STAR Reading

STAR and Est. ORF

• Resulted from a correlational study looking at– STAR (EL and Reading) scores– and DIBELS Oral Reading Fluency

• Statistically HUGE sample– N=12,220

What a correlation!

What a correlation!

Notice What Happens

G4 – R=0.71

G3 – R=0.78

G2 – R=0.84

G1- R=0.87

Diagnostic Information

Reasons for score fluctuation

Standard Errorof Measurement

(chance)

Regressionto the mean

(statistical phenomenon)

Fluctuation instudent performance(good day, bad day)

Fidelity of Administration

Pre-Test Instructions

24

Item Time Limits

60 secondsper item

45 secondsShort comprehension

90 secondsExtended comprehension

Grades K - 2

Grades 3 +

3 minutesper item

90 secondsper item

Using STAR in anRtI Setting

26

Core Instructional Program (Tier 1)

Screening with STAR

Intervention B

Data Review

Progressshown

Lack ofprogress

Intervention A (Tier 2)

ProgressMonitoringwith STAR

Data Review

Screening Report

A Math Report

1. Are you satisfied with the number/percent of students in your class/grade who are at or above proficiency? Is core instruction effective?

2. Some students are in the “red.” Based on your opinion of the student(s) and other information you have, is this student in need of “urgent intervention?”

3. Some students (blue) are “on watch” or “almost” at benchmark. Which of these are you “worried about” and which do you think will progress with continued core instruction?

4. What is being done or what do you think needs to be done for those students in need of “intervention” (Yellow)?

George Batsche

Screening• “The testing needs to be brief, easy to administer,

reliable, and valid” (Applebaum, 2009, p. 4)• “Screening is a type of assessment that is

characterized by providing quick, low-cost, repeatable testing of age-appropriate critical skills or behaviors” (NRCLD, 2006, p. 1.2)

• “For a screening measure to be useful, it should. . . be practical” (NRCLD, 2006, 1.2)

Clean the Fish Tank!

• If the water in the fish tank is dirty, you don’t start taking our individual fish and diagnosis their needs. You clean the fish tank!

Heather Diamond, FL Department of Ed.

Progress Monitoring

Student Growth in PR and SS

23 PR

22 PR

486 SS

485 SS

484 SS

483 SS

482 SS

481 SS

480 SS

479 SS

478 SS

477 SS

Meta-skill assessments & single skill probes

STAR Assessmentsmeasure skills

as a whole

Individual probesmeasure skill on

isolated tasks

Progress Monitoring

It is a common misconception that accurate measure of the isolated skills requires an explicit, separate test for each skill. On the contrary, since the sub skills in a given domain are highly interrelated, sub skills scores can be derived more accurately—and more efficiently—from student’s overall test performance, which provides far more data from more items than a short probe.

Goal Setting

Star Hosted Data

The Statistics Behind the Goal-Setting Wizard

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

K

1

2

3

4

5

6

7

8

9

10

11

12

Rate to Maintain 11PR = 2.0

Rate to Meet Bench- mark = 7.0

Moderate Goal = 3.3

Ambitious Goal = 5.5

Goal-Setting

Not responding to the intervention

Check the fidelityof implementation

Give the interventionmore time to work

Increase the intensityof the intervention

Try a new intervention

Editing a goal

Give the interventionmore time to work

Starting a new intervention

Try a new intervention

How is Y responding to the new intervention?

STAR Early LiteracySTAR Math

STAR Reading

Very Highly Ratedfor Both Screening

and Progress Monitoring by the National Center for Response to

Interventionwww.rti4success.org

Screening Tools Chart (partial)

www.rti4success.org

High rating from National Center on RTI

Progress Monitoring Tools Chart (partial)

www.rti4success.org

High rating from National Center on RTI

55

Resources• Software: manuals, Live Chat• Phone: (800) 338-4204• Email: answers@renlearn.com• Renaissance Training Center:

www.renlearn.com/profdevel• Getting the Most out of STAR Guides

RtI Experts

Dr. George Batsche

University of South Florida

Dr. Joe Kovaleski

Indiana Univ of PA

Dr. Matt Burns

University of Minnesota

Dr. Ted Christ

University of Minnesota

Dr. Ed Shapiro

Lehigh University

Dr. Amanda VanDerHeyden

Consultant

Dr. Jim Ysseldyke

University of Minnesota